Author: Khasawneh, Amal

Source: International Journal of Mathematical Education, Volume 40, Number 5, January 2009 , pp. 619-639(21)

Publisher: Taylor and Francis Ltd

Abstract:

The present study is concerned with assessing Logo programming experiences among seventh grade students. A formal multiple-choice test and five performance tasks were used to collect data. The results provided that students' performance was better than the expected score by the probabilistic laws, and a very low correlation between their Logo programming performance and school mathematics achievement was revealed. Most of the made misconceptions were due to geometrical aspects rather than Logo primitives, and were concentrated on the angle of rotation, the angle of complete rotation and the angle of regular polygon. In addition, students' problem-solving ability was limited while conducting some Logo programming tasks, and acceptable in others. In regard to the results, it is recommended that teaching Logo programming should be used in different contexts that enhance students' learning, and develop problem-solving processes.

Keywords: assessment; Logo programming; mathematics achievement; misconceptions; problem-solving; turtle geometry

Document Type: Research article

DOI: http://dx.doi.org/10.1080/00207390902912845

Affiliations: 1: Department of Curriculum and Instruction, School of Education, Yarmouk University, Irbid, Jordan

Publication date: 2009-01-01

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